O’zbekiston respublikasi oliy ta’lim, fan va innovatsiyalar vazirligi andijon davlat chet tillari instituti ingliz tili o’qitishning integrallashgan kursi kafedrasi chet tillarni o’qitishning integrallashgan kursi

Possible answers:

1. 
   In every lesson and in every classroom, events occur which the teacher can use to develop a deeper understanding of teaching. Teachers sometimes fail to exploit these events, letting momentum of all the other events of the day take precedence. And yet these experiences can serve as the basis for critical reflection, if teachers can find ways to capture the thoughts of and reactions to these events, as well as ways to gather fuller information about the events themselves. From this basis, classroom investigation can help to develop strategies for intervention or change, depending on teachers’ needs. A number of simple procedures are introduced that can be used to help teachers investigate classroom teaching.
   
2. 
   Qualitative research is non-numerical. This type of research can be based on observations or statements of opinion, and data can come from such sources as interviews, journals, field notes, and diaries. Quantitative research is numerical. This type of research relies on data which can be reported in numbers.
   
3. 
   Action research is thus research on the smallest scale: that of the individual teacher in his/her classroom carrying out investigations into teaching and learning in very specific contexts with very specific groups of learners. Action research is what the reflective practitioner actually does in the classroom. It is typically direct intervention with only limited possibilities for control. Although it can take on many forms, action research in classrooms basically involves taking an action and systematically observing what follows.
   

To help them notice what they and their students really do, rather than what they think they do.To get feedback as to the success or failure of what they are doing.
To help them tailor teaching and learning to their learners and their settings.
So that they are able to justify the teaching and learning choices they make.
To increase their knowledge of learning and teaching and become authorities on teaching.
To become less dependent on decisions made by people who are far away from their
learning and teaching sites, people like textbook writers and school administrators.
To ensure that they don't become bored with teaching.

4. 
   When the teaching and learning of a foreign language takes place in a formal setting, it is necessary to observe and analyse systematically what is going on in order to understand such teaching and learning processes. Classroom observation has been used with different purposes: to compare teaching methods, to study the most efficient classroom techniques, to evaluate teachers and materials, etc. All these topics are fundamental components of classroom research. So, observation becomes one of the most important techniques to study what actually happens inside the classroom in a systematic way. Thus, the role of the classroom observation is very crucial in classroom investigation.
   

Activity 3
Time: 15
Materials: Handout 3
Procedure:

• 
  The table below gives three paradigms of classroom investigation.
  
• 
  Ask participants to put each of the headings {mixed; quantitative; qualitative) next to the paradigm where they think it belongs.
  
• 
  Possible answers: